| 1. |
- Bengtsson, Stefan L., 1978-, et al.
(författare)
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Positioning controversy in environmental and sustainability education
- 2024
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Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871. ; , s. 1-27
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Tidskriftsartikel (refereegranskat)abstract
- This study delves into the intricate dynamics of controversial issues in environmental education, challenging conventional notions. It explores the relationship between “controversy” and the field of environmental education, elucidating its multifaceted dimensions in and ambitions of teaching practice. In dialogue with previous research and based on our empirical study, we contend that controversy’s existence transcends the mere content of education and extends to its perceived fundamental core and normative underpinnings. We argue that controversy, including controversial sustainability issues (CSIs), is not confined to educational content alone but encompasses the purposes of education. We propose that controversy in educational encounters cannot be neatly categorized as a fixed, predictable social product and is not solely dependent on student interaction. This challenges earlier research positions that linked controversy to the presence of debate or dissensus in a subject area. Our study challenges the traditional understanding of controversy, highlighting its partial spontaneity and unpredictability in teaching. This contrasts previous positions that emphasized the epistemic dimension of controversy. Instead, our findings suggest that controversy plays an active role in the process of self-formation or subjectification in relation to any content.
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| 2. |
- Håkansson, Michael, 1967-, et al.
(författare)
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Searching for the political dimension in education for sustainable development : Socially critical, social learning and radical democratic approaches
- 2019
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 25:1, s. 6-32
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Tidskriftsartikel (refereegranskat)abstract
- By means of a narrative research synthesis, the aim of this article is to explore how the political dimension can or should be staged as a teaching and learning content in education for sustainable development (ESD). The study is limited to research literature dealing with the political dimension in relation to the phenomenon of conflict. Three approaches to the topic are identified: a socially critical approach (SCA), a social learning approach (SLA) and a radical democratic approach (RDA). Notably, SCA and SLA are already established in the research field, whereas RDA is a result of our synthesis. The scope of the synthesis is limited to these three approaches. We follow up the narrative research synthesis by comparing the three approaches to discern how the political dimension emerges as an educational content by using conflict as part of the teaching and learning activities. The main results are that all three approaches tend to downplay the political and produce political sameness. The article ends by suggesting possible directions for further research that would fruitfully translate the idea of the political dimension into educational settings and enrich the political dimension as a concept in ESD in both practice and research.
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| 3. |
- Håkansson, Michael, 1967-, et al.
(författare)
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The political dimension in ESE : the construction of a political moment model for analyzing bodily anchored political emotions in teaching and learning of the political dimension
- 2019
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Ingår i: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 25:4, s. 585-600
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Tidskriftsartikel (refereegranskat)abstract
- This article departures from the understanding of environmental sustainable education (ESE) as a political project that consists of dissonant and conflicting voices. The aim of the article is to understand how affection, i.e. bodily sensations, transform into political emotions in teaching and learning settings. The article offers a philosophical and empirically based model called the 'political moment model' for analyzing bodily anchored political emotions in teaching and learning of the political dimension. The model was developed in response to an empirical case study where the data were somewhat confusing. In order understand the empirical data, we used parts of Mouffe's theory of the political and various scholars' work on political emotions and placed these aspects in a pragmatist standpoint of experience, emotions and meaning making. The model helped to investigate students' experiences of the political dimension in situations where they experienced affection, i.e. bodily sensation, and emotions in connection with reflections and discussions about how to handle public issues of sustainable development. The article ends with a theoretical discussion of the findings in order to understand the political dimension in teaching and learning activities and to discern possible directions for future research on political moments in ESE.
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| 4. |
- Van Poeck, Katrien, et al.
(författare)
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Creating space for "the political" in environmental and sustainability education practice : a Political Move Analysis of educators' actions
- 2018
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 24:9, s. 1406-1423
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Tidskriftsartikel (refereegranskat)abstract
- Literature about education's role in realising a more sustainable world emphasises the importance of acknowledging democratic and political challenges in environmental and sustainability education (ESE). This article offers an empirically grounded theoretical and methodological contribution to future research on how the political' is introduced, handled and experienced in ESE practice. It presents an analytical method, Political Move Analysis', for investigating how educators' actions open-up or close down a space for the political in learners' meaning-making. The method has been developed through empirical case studies that allowed to identify a variety of politicising' and de-politicising moves' performed by educators. Through these moves, educators can engage in very diverse teaching practices which differently affect the direction of people's meaning-making. These findings are theoretically discussed in view of how to understand the entanglement of the educative and the political in ESE. Prospects for future research and for inspiring teaching practice are pointed out.
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